Student understanding of induced current: Using tutorials in introductory physics to teach electricity and magnetism

Abstract

Previous research indicates significant improvement in student conceptual understanding of physics topics after instruction with Tutorials in Introductory Physics at the University of Washington, Seattle, Washington. However, assessment of the effectiveness of tutorials at other institutions is crucial. We conducted such a field test at the United States Air Force Academy, Colorado. Students using the tutorials were compared to students using the standard curriculum, students using tutorial pretests only, and students in the honors program. Assessment was based on conceptual questions involving induced current and force. Our results show that students using the tutorials in a modified setting outperformed the control group and rose to the level of performance of the honors students. Our analysis of student reasoning indicates areas where further development of the tutorials is warranted.